Language Learning Strategies in Arabic as a Foreign Language Textbook

Textbooks are one of the most important tools that teachers use in class (Kleinsasser, Robert, quoted in Mayumi Parry. 2000. "How 'communicative' are introductory undergraduate-level Japanese language textbooks ?"Japanese Studies 20 [1] : 89-101). It is therefore necessary to ensure their effectiveness. This paper investigates teacher perceptions of how Arabic as a foreign language (AFL) textbooks deal with an important tool used to enhance language learning, namely language learning strategies (LLS). I attempt to look into teacher perceptions of LLS they believe the books they use encourage most and least. By manipulating an adaptation of Oxford's SILL inventory, I try to detect what AFL teachers believe to be the LLS and strategy categories that the textbooks they use encourage students to utilize and the extent to which they do so. Results reveal that AFL teachers who participated in this study regard cognitive as the strategy category that AFL textbooks encourage students to use most, whereas the category that textbooks highlight least is affective. Results also reveal that the total number of strategies that are regarded as heavily encouraged by textbooks is ten, whereas the total number of strategies that fall within the low range is thirty-four. Despite a number of limitations, including depending solely on teacher perceptions, the paper draws attention to the need to monitor how AFL textbooks deal with LLS considered by many researchers in the field as an important tool for enhancing language learning.